To assist readers in establishing metacognitive awareness of text structure in English, the author proposes a strategy training program. The author argues that an explicit teaching of text structure and students' proficiency level are influential to students.

The author reports the findings of a study which involved 224 high intermediate level Chinese students enrolled in a higher diploma program in a Hong Kong tertiary institution participated: half of the students received a metacognitive strategy training; the treatment group outperformed the control group; the medium and low proficiency students benefited the most from the program.